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Youth Digital Practices: Results from Belgian and French Projects

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Abstract

This article focuses on youth digital practices, related to evolving language, culture, and emotion handling. Three research questions are addressed: (1) Which current trends of digital practices at school do young people evolve in?; (2) What do children’s and teenagers’ digital writing scholarly productions consist of?; (3) How do they represent their digital practices related to culture and emotions? Comparative results from recent international projects are presented, with authentic textual data and surveys concerning daily use of digital devices. A discussion section suggests possible future paths.

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Notes

  1. http://www.sms4science.org, http://www.sud4science.org

  2. https://acougnon.wixsite.com/thumbs4science

  3. Authors’ translation: « L’interdiction générale des téléphones portables dans les écoles et les collèges a été définitivement adoptée par l’Assemblée nationale aujourd’hui. Engagement tenu ».

  4. « Dans les écoles maternelles, les écoles élémentaires et les collèges, l’utilisation durant toute activité d’enseignement et dans les lieux prévus par le règlement intérieur, par un élève, d’un téléphone mobile est. interdite. » (In nursery schools, primary schools and lower secondary schools, the use of a mobile telephone by a pupil during any teaching activity and in areas indicated in the school’s internal regulations is prohibited). https://www.legifrance.gouv.fr

  5. https://www.senat.fr/questions/base/2011/qSEQ11031235S.html (accessed 11/07/2019).

  6. https://eduscol.education.fr/pid26435/enseigner-avec-le-numerique.html (accessed 11/07/2019)

  7. On October 18th, a 15-year old high-school student in the Paris region pointed a fake gun at his teacher so that she would mark him present instead of absent.

  8. https://www.education.gouv.fr/cid133192/le-numerique-service-ecole-confiance.html#Enseigner_au_XXIe_siecle_avec_le_numerique (accessed 11/07/2019)

  9. https://www.twictee.org/

  10. https://www.classcraft.com/

  11. The Wooclap platform (http://www.wooclap.com) is developed with learning designers, digital pedagogy and neuroscience specialists and teachers around the world. One major advantage is that it is very simple to use. It can also be directly integrated into tools such as Powerpoint, Keynote, Google slides, and also LMS like Moodle, etc.

  12. https://emotional-competence.co/en

  13. Although there were 1,100 participants, there were many interlocutors, whether for Facebook Messenger, Viber, WhatsApp. This explains the high number (in millions) of words. The donors were to inform their interlocutors that their messages would also be sent in with their own, but for privacy reasons, Belgian law will not allow those messages to be publicly consulted. However, the participants’ ones can, which also includes their Facebook posts on their own walls. The corpus/data can be disseminated via the scientific network to: Belgium, France, Québec, Canada. Differences in numbers can be explained by the fact that donors were allowed to participate in one or more activities. There were less than 20 people who in fact participated in all activities.

  14. “the apps aren’t up to date”

  15. “Well I hope your laziness has settled abit.. A kiss”

  16. “you are/will be/were doing what?”

  17. Some examples: https://www.thedenverchannel.com/news/360/as-studies-suggest-excess-screen-time-can-damage-kids-brains-colorado-talks-how-much-is-too-much, https://www.washingtonpost.com/news/answer-sheet/wp/2015/04/29/why-kids-lose-interest-in-reading-as-they-get-older/?noredirect=on&utm_term=.95308062bdc3 (accessed 15 July 2019).

  18. Examples in Figure 9 are translated from their original French version.

  19. One needs to bear in mind that the collection finished in October 2017 and the anonymization process continued into 2018. So the data is very recent.

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Acknowledgements

The authors would like to thank the anonymous reviewer for his/her pertinent remarks on the previous version of their paper.

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Authors and Affiliations

  1. Dipralang EA739, Université Paul-Valéry Montpellier 3, Route de Mende, 34199, Montpellier, cedex 5, France

    Rachel Panckhurst

  2. Media Innovation and Intelligibility Lab (MiiL), ILC, Université Catholique de Louvain, Collège Léon Dupriez, Ruelle de la Lanterne magique 14, bte L2.03.02, B-1348, Louvain-la-Neuve, Belgium

    Louise-Amélie Cougnon

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Correspondence to Rachel Panckhurst.

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Panckhurst, R., Cougnon, LA. Youth Digital Practices: Results from Belgian and French Projects. TechTrends 63, 741–750 (2019). https://doi.org/10.1007/s11528-019-00417-y

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